The Kazim Bacchus Research Seminar (KBRS) at Aga Khan University Institute for Educational Development (IED) provided an insightful platform to explore the state of Pakistan's education system. The event featured research presentations by IED faculty members Dr Meher Rizvi, Dr Nusrat Rizvi, and Dr Takbir Ali, who shared findings from their recently concluded national studies on students' skills, teaching practices, and the status of teachers in Pakistan.
Dr Meher's research on teachers' status and challenges involved 9,693 participants and revealed that while teachers are widely respected as competent professionals, they continue to face financial instability, limited professional development opportunities, and political interference. She emphasized the importance of improving working conditions, providing fair remuneration, and ensuring professional autonomy to elevate the status of teachers in society.
Dr Nusrat presented findings on science and mathematics learning outcomes from a study involving 15,391 students. The research highlighted significant gaps in students' conceptual understanding, largely due to an overreliance on rote learning and limited reflective teaching practices. The study reinforced the need for continuous professional development for teachers, better curriculum alignment with real-world applications, and enhanced instructional quality to bridge the gap between intended and implemented curriculum reforms.
Dr Takbir's study on social and life skills in education examined schools across three provinces and found that while students displayed strong self-awareness and interpersonal skills, schools provided inadequate opportunities for life skills development. He advocated for a holistic approach to education, emphasizing the integration of co-curricular activities and policy reforms to prepare students for both higher education and the workforce.
The seminar's discussions underscored the need for a collaborative approach among educators, policymakers, and the broader community to drive meaningful educational reforms aligned with Sustainable Development Goal 4 (SDG-4). Dr Meher stressed that strengthening the professional status of teachers through economic stability, transparent policies, and institutional support is essential for sustainable educational progress. Dr Nusrat reiterated the urgency of shifting science and mathematics education from rote memorization to a focus on critical thinking and problem-solving skills. Dr Takbir called for schools to foster environments where co-curricular activities enhance students' life skills, bridging the gap between academic learning and real-world preparedness.
The session concluded with a dynamic Q&A segment, where participants engaged with the presenters on the practical applications of these findings. Discussions centered on strategies to enhance student engagement, the role of science education in skill-building, and the potential for policy shifts to improve the status of teachers. Presenters emphasized that translating research into actionable change requires collaboration among educators, policymakers, and the broader community.
Article information contributed by Maqbool Hussain, Anila Hassan, Sumbul Mussa
